With reference to West Bengal, India.

In School Without Walls: Inclusive Education For All, author Madan Mohan Jha analyses the policy framework in the context of equity, rights, and social justice, tracing the roots of inclusive education. This book presents modes of practices for developing inclusive schools for children with disabilities, learning difficulties and disadvantages, which will be of great value to teachers, trainers, educators and educational practitioners.

Abstract: Continuing acts of marginalization and discrimination against children with disability in education are undeniable, especially in developing countries. These acts of discrimination raise concerns regarding legislative reforms that are essential to enforce inclusive education in schools. This research investigates the extent to which private schools in Egypt are inclusive for students with disability by seeking the inputs from the main stakeholders; school administrators, teachers, and parents. Findings of the research show that despite the enthusiasm and good intentions of all parties, implementing inclusive education in Egyptian private primary schools is still at unsatisfactory levels. Thus, recommendations focus on providing adequate funding resources, designing enabling inclusive legislations, enhancing support services, providing relevant educational tools, and providing efficient training programs for teachers and school administrators. These recommendations seek to enhance the inclusiveness of the education system in Egypt and other developing countries.

This revised and expanded second edition of Implementing Inclusive Education shows how Commonwealth countries are attempting to undertake inclusion in education, and will encourage all those charged with ensuring education for all to make certain that disabled children are fully included in all aspects of the education system.

The book offers an overview of international examples, studies, and guidelines on how to create successful partnerships in education. PPPs can facilitate service delivery and lead to additional financing for the education sector as well as expanding equitable access and improving learning outcomes.

This joint UNESCO-NWCPEA Project comprised a World-wide physical education survey to inform the development of benchmark indicators on Quality Physical Education (QPE) in schools and Quality Physical Education Teacher Education/Training (QPETE/T) in provider institutions as well as principles of a physical education basic needs model. The survey adopted a multi-method/pluralistic approach to data generation from a range of sources including a specifically designed structured survey questionnaire translated into officially used UNESCO and several other languages seeking quantitative and qualitative data, as well as information derived from recent and current international, continental regional and national physical education-related studies.